10

English
Quarter 2 – Module 1:
Observe the language of
research, campaigns, and
advocacies
English – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 1: Observe the language of research, campaigns, and advocacies
First Edition, 2020

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 10

English
Quarter 2 – Module 1:
Observe the language of
research, campaigns, and
advocacies
Introductory Message
For the Facilitator:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on The
Language of Research, Campaigns, and Advocacies!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the Learner:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on The
Language of Research, Campaigns, and Advocacies!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.

Example:

Name: Juan Dela Cruz Gr./Sec: Grade 10-Edison August 24-28, 2020
Subject: English 10
Module 1
What I Know
1. B
2. C
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Language of Research, Campaigns, and Advocacies. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module has one lesson, namely:

• Lesson 1 – Language of Research, Campaigns, and Advocacies

After going through this module, you are expected to:

1. get familiar with technical terms in research
2. use appropriate language when delivering campaign speeches
3. get different viewpoints on various local or global issues
4. get vital information from various websites on the internet
5. develop a questionnaire about a local treasure
6. write a cultural mapping report about a topic of your choice

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 What I Know

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on your
notebook.

1. It refers to a research tool to holistically understand the cultural assets of a

place based on the local knowledge of the people.
a. questionnaire
b. interview
c. cultural mapping
d. research

2. It summarizes the content that researchers cover during interviews.

a. interviewing
b. cultural mapping
c. questionnaire
d. interview guide

3. It is a conversational practice where knowledge is produced through the

interaction between an interviewer and an interviewee or a group of
interviewees.
a. questionnaire
b. interviewing
c. cultural mapping
d. research

4. It is a question that can be answered by a word or a phrase.

a. open question
b. closed question
c. more important question
d. less important question

5. It is a research instrument consisting of a series of questions for the purpose

of gathering information from respondents.
a. interviewing
b. cultural mapping
c. questionnaire
d. interview guide

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 Lesson
Language of Research,
1 Campaigns, and Advocacies

“The heart and soul of good writing is research; you should write not what you know
but what you can find out about.”

- Robert J. Sawyer

What’s In

Complete the concept map by supplying it with information that can be taken from
the video clip. Write the key concepts about the topic in the circles and the details
about these key concepts in the rectangles. It is very important to watch closely the
video. Copy and answer the concept map on your notebook.

Source: It's More Fun in the Philippines | DOT Official AVP. Retrieved on October 19, 2020,
https://www.youtube.com/watch?v=ADNgEHFDYzo.

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On your notebook, answer the following processing questions about the video:

1. After watching the video, did you see how diverse our country really is?
2. What new information did you gather from the video?
3. Did you notice anything that is very creative in terms of how Filipinos use
language, specifically the English language?
4. Do you think that the social media, particularly YouTube, is more effective in
promoting a campaign than other forms of communication, like the print
media?
5. Can we say that it is really more fun in the Philippines?
6. If you are given a chance to travel for free, which destination will you visit
first?

Notes to the Parents/Guardians

Let the learners contemplate on the processing questions above.

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 What’s New

In order to successfully complete a research report, you have to develop and

limit a good research topic. Your teacher might assign a topic to you, but most of
the time your teacher will allow you to select a topic of interest. You have to realize
that selecting and limiting a good research topic may not be as easy as it sounds.
The research topic must be focused enough to be significant and interesting, and
comprehensive enough for you to find adequate information.

What is It

How to Select and Limit a Research Topic

1. Brainstorm for ideas. – What local treasure or heritage in the community

would you like to research on? Why does it interest you and what would you
like to know more about it? Do you have an opinion about the local treasure
or heritage?
2. Identify the sources of general background information. – What sources
of information can you use to gather information? Who can help you in
providing information about the topic? Can you use the library, magazines,
journals, periodicals, or the internet to collect information? Do you know any
organization that can help you in gathering information?
3. Focus on your topic. – What specific area or factor of the local treasure or
heritage in the community would you focus your research on? Why did you
decide to focus on that specific area or aspect? Who is affected by the topic?
4. Make a list of useful keywords. – What are the keywords that you can use
to best describe your topic?
5. Be flexible. – What are the considerations or adjustments that you would do
if ever there is a need to modify your research topic?
6. Define your topic as a focused research question. – What is the primary
question that your research topic wants to answer?
7. Formulate a thesis statement. – What is the thesis statement of the study
that you would like to conduct?

Source: How to Limit and Select a Research Topic. Retrieved on June 21, 2014. Retrieved from
https://library.bcu.ac.uk/learner/writingguides/1.05.htm.

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 At this point, you are going to focus on the method that is most commonly
associated with survey research questionnaires. Questionnaires need to give you
the information that you are looking for. Study the following steps on how to write
a questionnaire:

How to Develop a Questionnaire for Research:

1. Figure out what information you are trying to gather from this
survey. What is your main objective in doing the questionnaire? What
information do you need from the respondents to meet your objectives?
Think of questions that will address our objectives. You should not
include any question that is not directly useful to your research.
2. Write an introduction for your questionnaire. This should explain a
little about your questionnaire: why are you doing it and what is your
goal. The introduction, while brief, should engage your target audience.
Think about how much time they have, and administer the
questionnaire based on that estimate.
3. Use closed questions for questionnaires. A closed question is one
that can be answered with a word or a phrase. This makes it easy for
the respondent to give their answer without having to think of an
articulate way to word it. Closed questions also make classification of
responses easier.
4. Order your questions in a way that is meaningful and easy to
follow. Start with questions that are easy to understand and easy to
answer. Opening with harder questions is discouraging and may scare
your respondents before they complete your entire survey. Easy
questions help encourage your participants to finish answering. The
questions should flow in an order that sounds natural and does not
skip around too much.
5. Put the more important questions at the beginning of your
questionnaire. Often, participants can lose interest on the latter part
of the questionnaire, especially if the survey is rather lengthy. Place
more important questions in the first part of the questionnaire.
6. Add a little variety to your questions. While closed questions are
best for ease of answering and analyzing purposes, adding in a couple
of open-ended questions helps keep respondents from becoming bored.
Open-ended questions require respondents to write out their answers
and to include some detail.

Adapted from: How to develop a questionnaire for research. Retrieved on June 21, 2014. Retrieved
from http://www.wikihow.com/Develop-a-Questionnaire-for-Research.

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 What’s More

Local Treasures
Now that you have identified and limited the research topic as well as studied
the guidelines on how to write a good questionnaire, you are now ready to develop
your own questionnaire about a local treasure or a heritage in the community. You
may refer to the sample questionnaire below as your guide. You can also use the
given template as a model for your questionnaire. Use the rubrics as your guide in
completing this activity. Use a short bond paper for this activity.

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 Local Treasure Questionnaire

This questionnaire is used to help the researchers collect information to complete

the study (title of your topic). Please answer all the questions by providing the
appropriate information. The data will be treated with utmost confidentiality.

General Information

Name: ________________________________________________________________________

Address: ______________________________________________________________________

(Other pertinent information)

Questions: (Write as many questions as needed in your questionnaire.)

1.
2.
3.
4.
5.
6.
7.
Thank you for your time.

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 What I Have Learned

Memento

While taking part in this journey, you found out that you need not look far
from home to discover an important treasure. By engaging in the activities included
in each lesson, your learning experiences will assist you to further grow in your
adventure called education.
Before moving forward, try to assess your growth by answering the following
questions in your notebook:
1. What new ideas and skills did you find interesting?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
2. Which part of the lesson impacts the way you view the experience?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
3. What follow-up is needed to further improve your knowledge?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

What I Can Do

Assets and Resources

Cultural mapping refers to a research tool to holistically understand the
cultural assets of a place based on the local knowledge of the people (Creativity
Network of Canada, 2008). Cultural mapping is gaining more acceptance as an
essential planning and economic development tool that helps planners rediscover the
wealth of places.
Decide on a local heritage that you would like to preserve. Talk about its
importance, its history, and its influence on your culture. You must also use the
internet to gather relevant information about your chosen topic. Copy the template
on a short bond paper to complete this activity.

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 Information from City
Statistics, Tourism
Office, Municipal Information from
Library Social Media

Your views __________________ __________________

__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________
__________________ __________________
__________________
__________________
__________________
__________________ Information from other
______ sources

______________________
______________________
______________________
______________________
__

Interview with Experts

Your teacher has invited the Director of Tourism and his staff in your locality.
They will give a lecture about the importance of cultural heritage, particularly the
ones in your locality. You are to prepare an interview guide for the event.
Study the input on the Interview Guide and Interviewing.
Interview Guide summarizes the content that researchers cover during
interviews. At one extreme, it may provide very minimal directions, leading to “less
structured” interviews that are designed primarily to explore the participant’s own
perspective on the research topic. At the other extreme, interview guides may contain
elaborate specifications to ensure that the researcher’s topics of interest are
thoroughly covered.
Interview guides may be unstructured that ask general questions to draw out
the participant’s own accounts or maybe highly structured, like the survey
questionnaire that identifies both the content and the possible responses to each
question.

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 Most qualitative interviewers, those who seek detailed descriptions and
explanations of the topic on hand prefer to position themselves between these two
extremes by using a semi-structured interview. In that case, the interview guide
typically contains a general framework for the interview, but the researcher also has
the freedom to pursue the questions in a different order and to allocate more time to
some questions than to others depending on what is most appropriate for discussing
the research topic with each individual participant.
Interview guides may be questions-based or topic-based. Questions are the
more common format for interview guides, so that the expected content of the
interview is outlined in terms o a series of questions the interviewer intends to ask.
In contrast, a topic-based guide consists of a list of areas and issues the interviewer
wants to hear about, and these also often organized in an outline format to make it
easier to monitor which topics have already been covered.
Interviewing is a conversational practice where knowledge is produced
through the interaction between an interviewer and an interviewee or a group of
interviewees. Unlike everyday conversations, the research interview is most often
carried out to serve the researchers ends, which are external to the conversation
itself (e.g., to obtain knowledge about a given topic or some area of human
experience). In most cases, research interviewing involves a “one-way dialogue” with
the researcher asking questions and the interviewee being cast in the role of
respondent.
The concrete interaction between the interviewer and the interviewee is just
one stage in the process of doing interview research. The interview itself is carried
out to enable the researcher to answer one or more of his or her research questions.
The interview conversation is introduced by a briefing in which the interviewer
defines the situation for the participant and informs him or her about the purpose
of the interview. Usually, the interviewer has prepared an interview guide in which
the research questions are given a form that renders them suitable to be posed
directly as interview questions.
Most research interviews are audio recorded and then transcribed. Unless the
researcher works directly with the audio recording of the interview, it is the
transcription rather than the original oral interview conversation that serves as the
researcher’s primary data source when he or she interprets and analyzes the
interview.
- The Sage Encyclopedia of Qualitative Research (2003)

Formulate guide questions for the guest speakers regarding the importance of
cultural heritage to your locality and to your generation. You must also include
questions about how the youth can participate in the campaign. Follow-up questions
must be asked whenever necessary. You may refer to the Sample Interview Guide
below. Then use the template below as guide in writing your guide questions. Use
a short bond paper for this activity.

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 SAMPLE INTERVIEW GUIDE
An Assessment of the City Tourism’s ‘Fiesta Republica’
and Its Effect in Promoting Tourism in the City

Interview schedule for the Director of the City Tourism Office:

This interview guide will help the researchers collect information to complete
the study. This guide question will focus on the perception of selected resource
persons in relation to the topic: An Assessment of the City Tourism’s ‘Fiesta
Republica’ and Its Effect in Promoting Tourism in the City.
1. What are the different cultural heritages that our city takes pride of?
2. What are the projects that the city government created to help preserve these
heritages?
3. How does the Fiesta Republica help in promoting the tourism in the city?
4. What are the preparations that your office carried out to hold the Fiesta
Republica?
5. Who are the different stakeholders or organizations that are involved in the
Fiesta?
6. How will this year’s Fiesta Republica be different from the other years?

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 Assessment

After you have collected all the information from the different sources,
especially from your interview with the experts, you are now ready to write a cultural
mapping report about a local treasure or heritage of your choice. Remember to
include the data and facts you have gathered to make your output valid. Use
cohesive devices to ensure a smooth flow of writing. Use the rubric below to guide
you. Write this activity on a short bond paper.

RUBRIC FOR CULTURAL MAPPING REPORT

4 3 2 1
Purpose
The report has a The report shares The report The report is
clear purpose to information and appears to be mostly about one
share opinions opinions about an about topic, but
and information important topic. unconnected sometimes it gets
about an topics and events. off the subject.
important and
interesting topic.
Content
The report is fair The report is fair. The report The report is
and balanced. It It refers to presents one missing critical
refers to information from viewpoint about content. It tries to
information from a more than one the topic. It does draw conclusions,
variety of viewpoint and not draw but sometimes
viewpoints and draw conclusions conclusions about conclusions are
draw original based on research. the research, but not based on the
conclusions based just repeats what research.
on research. other sources have
said about the
topic.
Sources
The report It reports The information Most of the
gathered extensive information from on the report is information on the
information from a some reliable based on opinion, report comes from
variety of reliable sources. It makes without any opinions, without
sources. It cites minor errors when sources to back it any reference to
sources correctly. citing sources. up. sources. The
citations in the
report have some
errors.

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Audience
The report It thinks about the It tries to think It rarely thinks
engages readers. readers. The about the readers about how the
It asks good report answers but most of the readers will
questions and their questions time it writes respond to the
describes and concerns. about what the report. It talks
interesting ideas author is about what is
to get the readers interested in or interesting to the
to respond. what is easy to author or what is
find. easy to find.
Writing
The writing style is The readers can The report can be The writing is
interesting and understand the understood, but confusing and
appropriate for report well. Any sometimes it does often does not
readers. It has no errors in not make sense make sense to the
errors in conventions do because of errors readers.
grammar, spelling, not take away in conventions.
punctuation, anything from
capitalization, or what it is saying.
sentences.

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 19
What’s In
(circle) 7,107 islands
(rectangle) mountainous, forestry, sandy, elevated, underwater, names
of islands
(circle) coral riches
(rectangle) 400 out of 500 coral species are here
(circle) hospitable people
(rectangle) “Have you eaten? Smiles on every face, everyone’s welcome”
(circle) happy people
(rectangle) humorous in terms of names, witty, love to laugh
What I Know
1. C
2. D
3. B
4. B
5. C
Answer Key
References

How to Develop a Questionnaire for Research. Retrieved on June 21, 2014. Retrieved
from http://www.wikihow.com/Develop-a-Questionnaire-for-Research.

How to Limit and Select a Research Topic. Retrieved on June 21, 2014. Retrieved
from https://library.bcu.ac.uk/learner/writingguides/1.05.htm.

https://en.wikipedia.org/wiki/Questionnaire#:~:text=A%20questionnaire%20is%2
0a%20research%20instrument%20consisting%20of,by%20the%20Statistical%20So
ciety%20of%20London%20in%201838.

It's More Fun in the Philippines | DOT Official AVP. Retrieved on October 19, 2020,
https://www.youtube.com/watch?v=ADNgEHFDYzo.

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Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph